Humphreys and Parker present students, academics, and policy makers with a comprehensive introduction to the practice and theory of conducting number talks in the context of mathematical instruction in a variety of educational contexts. The authors have organized the main body of their text in eleven chapters devoted to number talks and their importance, getting number talks started, guiding principles for enacting number talks in the classroom, and a variety of other subjects related to number talks and the various mathematical operations. Cathy Humphreys is a doctoral candidate at Stanford University, California. Ruth Parker is a former teacher and educational consultant. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
Making Number Talks Matter is about the myriad decisions facing teachers as they make this fifteen-minute daily routine a vibrant and vital part of their mathematics instruction. Throughout the book, Cathy Humphreys and Ruth Parker offer practical ideas for using Number Talks to help students learn to reason numerically and build a solid foundation for the study of mathematics. This book will be an invaluable resource whether you are already using Number Talks or not; whether you are an elementary, middle school, high school, or college teacher; or even if you are a parent wanting to support your child with mathematics.
Using insight gained from many years of doing Number Talks with students of all ages, Cathy and Ruth address questions to ask during Number Talks, teacher moves that turn the thinking over to students, the mathematics behind the various strategies, and ways to overcome bumps in the road. If youve been looking for ways to transform your mathematics classroomto bring sense-making and divergent thinking to the foreground, to bring the Standards for Mathematical Practice to life, and to bring joy back into your instructionthis book is for you.
| Foreword: The Wonder of Number Talks |
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vii | |
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| Acknowledgments |
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xi | |
| Introduction |
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1 | (4) |
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Chapter 1 What Are Number Talks? Why Are They So Important? |
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5 | (6) |
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Chapter 2 Getting Number Talks Started |
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11 | (14) |
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Chapter 3 Guiding Principles for Enacting Number Talks in the Classroom |
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25 | (12) |
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Prelude to the Operations |
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33 | (4) |
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Chapter 4 Subtraction Across the Grades |
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37 | (22) |
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Chapter 5 Multiplication Across the Grades |
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59 | (20) |
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Chapter 6 Addition Across the Grades |
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79 | (14) |
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Chapter 7 Division Across the Grades |
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93 | (14) |
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Chapter 8 Making Sense of Fractions (and Decimals and Percent) |
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107 | (26) |
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Chapter 9 Number Talks Can Spark Investigations |
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133 | (30) |
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Chapter 10 Managing Bumps in the Road |
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163 | (14) |
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Chapter 11 Moving Forward |
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177 | (6) |
| Appendix A |
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183 | (2) |
| Appendix B |
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185 | (2) |
| Appendix C |
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187 | (8) |
| References |
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195 | (2) |
| Index |
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197 | |
Cathy Humphreys is currently a doctoral student at Stanford University, where she studies mathematics teaching and learning. She has taught grades 2-12 in the California public schools for thirty years, has worked as an instructor for the Mathematics Education Collaborative and for Math Solutions, and has served as a mathematics coach for the Silicon Valley Mathematics Initiative. She is thecoauthor, with Jo Boaler, ofConnecting Mathematical Ideas (Heinemann, 2005).
Ruth Parker is a former classroom teacher and has spent over 20 years leading professional development for math teachers in grades K-12. She is currently the CEO of the Mathematics Education Collaborative, preparing the next generation of mathematics teacher leaders for Washington state.
She received her master's degree and her Ph.D. from the University of Oregon. "Nothing is more satisfying than watching my students develop a sense of agency, a curiosity about new mathematical ideas, and an awareness that they have mathematical ideas worth sharing," Ruth says of her love of teaching.
Ruth loves to hike, especially in the Pacific Northwest, and playing with her grandchildren.
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